Download Reinforces

https://www.youtube.com/watch?v=vIbZB6rNLZ4
http://www.sangrea.net/free-cartoons/phil_joy-of-learning.jpg
Rat Boy https://www.youtube.com/watch?v=8PWH745MMMY
Operant Condi-oning A type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment. Classical conditioning forms associations between CS and US. It involves
RESPONDENT BEHAVIOR – actions that are automatic responses
Whereas classical conditioning is a type of learning
based on association of stimuli, operant conditioning is
a kind of learning based on the association of
consequences with one’s behaviors.
•  Let’s travel through time with the Tardis to one of the first founders of Operant Conditioning…Edward Thorndike….. The Law of Effect
rewarded behavior is likely to recur.
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Edward Thorndike
One of the 1st to research this kind of learning
(operant) Locked cats in a cage
Behavior changes because of its consequences
Rewards strengthen behavior.
If consequences are unpleasant, the StimulusReward connection will weaken.
Called the whole process instrumental learning.
https://www.youtube.com/watch?v=y-g2OmRXb0g
B.F. Skinner
•  Used a Skinner Box (Operant
Chamber) to prove his concepts.
Skinner used a method called
shaping to get his animals to do
what he wants. Let’s try it…..
Shaping, a
procedure in
which
reinforcers,
such as food
guides the
animals actions
closer and
closer
approximations
of the desired
behavior.
•  Side Note: Skinner also came up with The Air-­‐Crib. Skinner tried to mechanize childcare through the use of this “baby box,” which maintained the temperature of a child’s environment. Crib was humidity and temperature controlled. Skinner believed it would keep his second daughter from geEng cold at night and crying. A fan pushed air from the outside through a surface, adjusHng the temp. Major Failure and criHcs said it was cruel. •  Side Note: Teaching Machine. Basically a computer that would give immediate feedback whether they got the answer right or not. Students would be able to move at their own pace. As with Classical Hming is very important in Operant condiHoning. Feel free to volunteer now.. •  Shaping Behavior: An operant condiHoning procedure in which reinforces guide behavior toward closer and closer approximaHons of the desired behavior. https://www.youtube.com/watch?v=teLoNYvOf90
The classical music functions as a discriminative stimulus in the presence of which
pressing the lever will be reinforced with water. The techno music functions as a
discriminative stimulus in the presence of which spinning will be reinforced with water.
This original experiment was created and implemented by Garrett Marsh in Dr.
Richard Malott's PSY1000 honors class at Western Michigan University. Matt
Brodhead was the graduate student instructor for this course.
!  Discrimina-ve s-mulus: In operant condiHoning where a sHmulus that elicits a response aNer associaHon with reinforcement. http://www.youtube.com/watch?v=S2SqKRCa1a8
Chaining Behaviors •  Chaining is used to establish a specific sequence of
behaviors by initially positively reinforcing each
behavior in a desired sequence and then later
rewarding only the completed sequence.
Click to see a cool example of chaining behaviors. Reinforces
•  A reinforcer is anything the INCREASES a
behavior.
Positive Reinforcement:
•  The addition of something pleasant.
•  Candy for pushing a lever.
Negative Reinforcement:
•  The removal of something unpleasant.
•  Hitting the alarm snooze.
http://www.youtube.com/watch?
v=JA96Fba-WHk
Which one is this? •  Imagine a teenager who is nagged by his mother to take out the garbage week after week. After complaining to his friends about the nagging, he finally one day performs the task and to his amazement, the nagging stops. The elimination of this negative stimulus is reinforcing and will likely increase the chances that he will take out the garbage next week. Continuous v. Partial
Reinforcement
Continuous
!  Reinforce the behavior
EVERYTIME the behavior is
exhibited. Usually done
when the subject is first
learning to make the
association.
Partial also called
Intermittent
•  Reinforce the behavior
only SOME of the times
it is exhibited.
•  Acquisition comes more
slowly.
•  But is more resistant to
extinction.
•  FOUR types of Partial
Reinforcement
schedules.
Ratio Schedules
Fixed Ra-o •  Provides a
reinforcement after a
SET number of
responses.
Fixed Ra-on-­‐ She gets a manicure for every 5 pounds she loses. Variable Ra-o •  Provides a
reinforcement after a
RANDOM number of
responses.
•  Very hard to get
acquisition but also very
resistant to extinction.
Interval Schedules
Fixed Interval •  Reinforces the FIRST
Desired response made
after a specific length
of time.
Like people checking
more frequently for
the mail as the
delivery time
approaches, or
checking to see if the
Jell-O has set.
Variable Interval •  Requires a RANDOM amount
of time to elapse before
giving the reinforcement.
There is no way of knowing
when the waiting time will be
over. For example, you’ve
got mail.
Punishment
Meant to decrease a behavior.
Positive Punishment
•  Addition of something
unpleasant.
Negative Punishment (Omission
Training)
•  Removal of something
pleasant.
Punishment works best when it
is immediately done after
behavior and if it is harsh!
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Many psychologists note four drawbacks of physically punishing children: 1. Punished behavior is suppressed, not forgotten 2. Punishment teaches discrimination. Was the punishment effective removing cussing or just not get caught •  3. Punishment can teach fear. Most European countries and most US states now ban physical punishment. •  4. Physical punishment may increase aggressiveness by modeling aggression as a way to cope with problems. •  Punishment tells you what not to do, reinforcement tells you what to do. ☺ Iden-fy which schedule is being used and whether it is the ra-o or interval. • 
1. The "pay out" of money on the slot/poker machines 2. A teacher ignores Tim's "calling out" of the answers almost
every time.
3. Tasha, a young woman with moderate mental retardation, is given a
"credit" (equal to $1) for every 100 labels she glues to bottles in the sheltered
workshop setting.
4. Every time Antonio, a student with autism, says his name and address
when prompted to do so by the teacher, he is given his favorite
reinforcement; a raison
5. A bell goes off at random times in the classroom. Tina is rewarded if she
is "on task".
Primary v. Secondary Reinforcers
Primary Reinforcer
•  Things that are in
themselves rewarding.
Secondary Reinforcer
•  Things we have learned to
value.
•  Money is a special
secondary reinforcer
called a generalized
reinforcer (because it
can be traded for just
about anything)
Omission Training: •  Omission training – a
response by the learner is
followed by taking away
something of value
•  This works well because the
learner can change their
behavior and get back to the
positive reinforcer
•  Example: Time Out (crate)
•  Key – You need to find out
what is rewarding / isn’t
rewarding for each
individual
SupersHHous Behavior •  How do people develop superstitions? •  Comes from Partial Reinforcement. •  “I won the lottery when I wore these jeans.” http://www.google.com/imgres?q=superstition+funny&start=163&hl=en&safe=active&sa=X&tbo=d&qscrl=1&rlz=1T4ADFA_enUS393US394&biw=1024&bih=540&tbm=isch&tbnid=PGSmyBDMldxNM:&imgrefurl=http://www.bigblueview.com/2012/1/15/2705298/what-are-your-game-day-superstitions&docid=SiVGGgLLJC0r2M&imgurl=http://cdn2.sbnation.com/imported_assets/948230/
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ved=1t:429,r:6,s:163,i:273
•  Power point was adapted from : •  http://www.appsychology.com/appsychPP/
appsychology/APpresentationshome.htm •  http://www.actfl.org/images/
April08TLEMarkParisiCartoonOffTheMark.jpg •  http://www.sangrea.net/free-­‐cartoons/phil_joy-­‐of-­‐
learning.jpg •  http://hollywoodhatesme.files.wordpress.com/2009/10/
jason.jpg •  http://blogs.smh.com.au/sit/broccoli2.jpg •  http://www.blog.joelx.com/de-­‐motivational-­‐posters/
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